Understanding the Socio-Cultural Factors Preventing Girls from Pursuing STEM (Science, Technology, Engineering & Mathematics) Education; A Qualitative Analysis of Choices in Islamabad's Secondary Schools

Abstract

Women continue to be underrepresented in STEM fields even though the global struggle for gender equality has been increasing. This study focused on the sociocultural factors that contribute to girls being underrepresented in STEM fields. The study aimed to understand the factors that prevent girls from pursuing Science, Technology, Engineering, and Mathematics (STEM) fields in Islamabad's secondary schools, a city that is situated in Pakistan. In Pakistan, stark inequalities in education system persist, especially when it comes to disparities between girls and boys. The education system is often tilted against girls as it is influenced by socio-cultural factors. The focus shifts to the basic achievement of enrolling girls into schools and such a situation becomes a matter of survival, making the participation of girls in STEM fields a low priority. There remains a notable lack of interest in pursual of STEM fields even as more girls enroll in schools. So, it becomes important to explore the specific factors that are encountered by girls, especially those who are studying in the arts field. By interviewing 15 female students having arts background, this research aimed to uncover the specific reasons behind their reluctance or lack of interest in STEM fields. With a focus on Islamabad, the capital city of Pakistan, this study aimed to connect the global perspective on gender equity in STEM with the specific circumstances present in secondary schools within Islamabad. The results of this study revealed several key themes. Social stereotypes emerged as a pervasive issue for all respondents, indicating a widespread cultural bias that discourages girls from pursuing STEM fields. The lack of role models in STEM was another critical factor, affecting many of the respondents. Familial influences were also noted as a substantial barrier, with many respondents reporting that their family dynamics and expectations played an important role in steering them away from STEM subjects. Personal interest was found to be a strong motivator for girls to choose the arts over STEM, suggesting that individual preferences and passions are crucial in educational choices. Lastly, school policies were identified as an important deterrent, with institutional practices and policies within schools playing a significant role in preventing girls from pursual of STEM subjects.